Teaching+Writing+Authentically-+Bonnie+Lane

Bonnie K. Lane This article is introduced with the limitations teachers feel due to the 2001 NCLB act. Fear of not having all their students meet the standards set by the government has caused many teachers to eliminate or reduce the amount of time spent on writing. Their curriculum is mainly based on reading and math. The purpose of this article is to encourage teachers to teach writing authentically. Teacher groups were set up to support teachers in their writing practices within the classroom. __Three main goals__ focused this group. First was for teachers to __share experiences they have had in their classroom.__ Next was to __discuss research to discover what practices work best and implement them__. The last reason was to __support teachers to take risks instructing their children. __Inquiry support groups were developed to create authentic, inquiry based writing experiences. Through these support groups teachers discovered that they need to convert their isolation teaching to open discussions with fellow teachers. Opening the communication with other teachers will help overcome fears and frustrations of teaching writing. Learning what works well for others and incorporating it into all classrooms.
 * Teaching Writing Authentically**

Research was discussed among the group. Action research was also completed by various teachers in different disciplines. These research practices were rigorous, systematic, scholarly, and solved real world problems. __Areas they analyzed data from were field logs, student work, student surveys, and student interviews.__ Their goal is to develop higher order thinking skills while promoting genuine student achievement.

Teachers then would __incorporate these innovative methods into their curriculum to provide their students with authentic writing__. Smeltzer was a 2nd grade teacher who decided to incorporate writing workshop. She set aside 30 to 40 minutes everyday. She allowed her students to write about personal experiences and interests. Specific time was set aside to discuss their writings. Peer editing at all stages of the process was integrated in her curriculum. Students also participate in open-ended conferences with her. For one struggling student she found writing buddies to help him brainstorm what he wanted to write. They were used mainly as a sounding board. Through his buddies and the meetings he had with Smeltzer, he was able to extend his writing into an age appropriate length.

Bonnie K. Lane Much of the research today is __done by student observation__. It reveals environmental print and how the print we see regularly is __"in context"__ with their lives. This __"visual literacy"__ is key to learners future writing abilities. __Since daily experiences help to develop a students vocabulary it only makes sense to allow students room to write about their interests and experiences.__ Research indicates that students learn written language by building a "__repertoire of understanding" through print and cultural knowledge__. Building students knowledge by using print as well as museums, cultural affairs etc. This begins with __inventive spelling__ moves to partial understanding of genre, to more formal written language. __Students' development__ from beginning writers to developed writers is achieved through teachers devoting __chunks of time to write, as well as writing across the curriculum__. This research states that writing abilities is tied to reading development. If a student is exposed to different genre, they are going to have background knowledge to apply to their writing. Allowing students the chance to write during their thinking process writers can form and develop ideas, make new connections with their experiences, change their ideas, as well as find new ways to present their new understanding. Basically __allowing students to learn through writing__. __Assessment__ of student writing is the quality of the writing produced. Few tests offer writers choice of topic or opportunities for 1st, 2nd draft etc. Even within these restrictions the NAEP 1998 Writing Report Card found students who were allowed many writing experiences, who kept __writing portfolios performed better on the assessments.__ Technology can enhance student product. (Which supports my research) Technology presents new tools. Students knowledge of writing and use of writing stems from their __social environment__. Students will talk and write like those around them. One’s social status again dictates students' futures. What we know about writing/concepts illustrated: Questions and research to support the answers [|]
 * Writing in the Intermediate Grades, 3-5**
 * NCTE**